The document provides information about a module on culture and inclusion for California Teachers of English Learners (CTEL). It discusses sociocultural characteristics of immigrant groups in California that present challenges for English learners. These challenges can affect students' school experiences and academic achievement. The document also covers key vocabulary around cultural concepts, strategies for addressing sociolinguistic factors in the classroom, and how thought patterns can differ across cultures.

1. California Teachers of English Learners (CTEL) Module Three Culture and Inclusion jeffery heil

5. Cultural Diversity in California and the United States (KSA - 003) Reading assignment: Ch8 CTEL Handbook

32. Cultural Contact (KSA - 002) CTEL, pg 286

46. Crosscultural Interactions (KSA - 004) CTEL

51. Sociolinguistic Factors as they relate to the classroom Gestures “ OK” gesture obscene inBrazil/Turkey “ Come here” (using index finger) is the way to call dog/prostitute in some cultures Classroom gestures need to be taught Facial Expres- sions Americans are often perceived by others as being superficial because of the amount of smiling they do, even to strangers. In some cultures, smiles are reserved for close friends and family Eye Contact Lack of eye contact shows respect in many cultures. In North America, this is often interpreted as the opposite . . Students aren’t listening/don’t care/are defiant. Teacher understanding of this is critical—try NOT making eye contact with someone to see how difficult it is to do the opposite of what one feels “right”.

52. Sociolinguistic Factors as they relate to the classroom Distance Proxemics Differs among cultures . .i.e. North America (20-24” is comfortable—arm’s distance) vs. Latin America (typically closer. Touching Touching is very personal and intimate in some cultures, while in others it is commonplace. Head patting is very taboo in many cultures. (this could quickly and easily cause a misunderstanding) Styles “ Registers” How you talk depends on your audience. . .i.e. boss, store clerk, students, significant other, friends (students need to know this–you can be less formal with your classmates than is appropriate with your principal)

53. Sociolinguistic Factors as they relate to the classroom Dialect There is a variation among speakers of the same language. “I’m stuffed” (US-I’m full) vs. (Australia-I’m pregnant!). Speakers of certain dialects may be viewed differently (i.e. less intelligent/belonging to certain social classes, etc.) Figures of Speech “ Ya’ll come back now” said by Texan to Japanese businessman leaving on a bus. (They immediately got off!) Use fewer idioms with beginning level Els and always explain them. Fred Gwynne’s books are a resource. Silence Silence differs dramatically across cultures. In the US, it it interpreted as expressing embarrassment, regret or sorrow. In Asian cultures, it is a token of respect.

75. Examples My Class Impact Competition Could be a lack of congruence between the classroom culture and child’s culture Cooperation Working in groups of 4 could be difficult for kids who like to work alone. Directness Uncomfortable for some students